Konnektivizmus

At the heart of informal learning lies a mechanism that has been almost entirely overlooked: emotion.

memory is a prerequisite for learning, an understanding of memory is a good place to start.

memories as rather like a peach: the hard ‘data’ at the core is clad in rich emotional metadata

recent research, for example, has shown that groups of ‘mirror neurons’ ensure that our brains automatically echo the emotional states of people we are attending to.

Approach: we should stop building/delivering courses – at least in the traditional sense.

With this in mind, the suggested alternative is an awareness + resource format.

be a part of the learning organisation, or risk drifting apart from it.

correctness and confidence

The CBL System starts by diagnosing the true knowledge of learners

CBL system immediately presents an individualized learning plan for the learner in the CBL Learning Center

It also contains key information explaining the risks associated with the incorrect knowledge and the consequences of taking the wrong action.

a káosz a kevés összetevõbõl álló rendszerek összetett mozgása

Az általunk használt káosz fogalmat pedig a determinisztikus jelzõ illeti meg, ugyanis a körülmények és törvények által egyértelmûen meghatározott

káosztudományról, mely új interdiszciplináris terület, s a kaotikus jelenségek általános vonásait kutatja

új törvények felfedezése nem kapcsolódik hozzá (mint pl. a relativitás elmélete az univerzum, vagy a kvantummechanikáé a mikrorészecskék világában), hanem az ismert törvények eddig el sem képzelt bonyolultságú megnyilvánulásának felismerésérõl van szó.

a rendszer nemlinearitása

A káosz tehát a nemlineáris rendszerek idõbeli viselkedése.

a jelenségek alakulása rendkívül érzékeny a kiinduló helyzetre

minden olyan tudományban, ahol káosz elõfordulhat, megjelenik az elõrejelezhetõség problémája.

A káosz állandósult instabilitás.

egyetlen mozgás pontos megfigyelése helyett érdemes mozgássokaságot vizsgálni: át kell térni valószínûségi leírásra.

a valószínûségi módszer éppoly hatékony, mint a hagyományos, s elvezetett olyan alapvetõ új felfedezésekre, mint a tranzisztor, a mikrochip, a lézer vagy a szupravezetés.

a káosz olyan megjósolhatatlan mozgás, ami determinisztikus

A kaotikus mozgáshoz határozott geometriai szerkezet tartozik.

mesterséges teret, az ún. állapotteret vagy fázisteret kell megalkotnunk, s a mozgást abban követnünk.

kaotikus attraktornak

biztos, hogy a kaotikus attraktorra elegendõ hosszú idõ után rákerülünk.

A mozgás és a szerkezet (dinamika és geometria) egysége világosan mutatja, hogy a determinisztikus káosz nem zaj (nem molekuláris káosz)!

A káosz átmenet a szabályos mozgás és a zaj között.

a brazíliai pillangó körüli légköri viselkedés rajta van-e azon a kaotikus attraktoron, melyhez a New York-i orkán tartozik

A tapasztalat szerint a pillangó nincs rajta az attraktoron, s ilyen drasztikus távolhatásoktól nem kell tartanunk.

világképformáló felismerésrõl van szó

Az élõ szervezetben is van, amikor a kaotikus viselkedés a rendellenes, pl. a szív fibrillációja (az egészséges periodikus viselkedéssel szemben), de az EEG-jel csak betegség, epileptikus roham esetén lehet periodikus.

A network is different from that

Groups require coordination

A group is defined by its values.

In learning technology – most of learning technology is intended to support this picture – we have the learning management system. Managing learning.

Networks, by contrast, require autonomy

Interaction in a network isn't about leaders and followers. It's about, as I say here, a mutual exchange of value.

a recognition that the world is irreducibly complex, not determinist and predictable, and that the task before us is no longer to identify the simple elements of reality underlying complex appearances, but to work out how to study complexity in its own right

Such a view leads to an emphasis on meaning rather than decontextalised content, an emphasis on creativity, a sense of connection to learners’ worlds and the development of a sense of ownership over what is learned

Complexity-based educationalists (for example, Doll, 1989a; 1989b; Iannone, 1995; Sawada & Caley, 1985) see the contemporary focus on objectives and learning outcomes as representative of an obsession with domination, control and reductionism and an undermining of emergent learning.

‘Curriculum becomes a process of development rather than a body of knowledge to be covered or learned, ends become beacons guiding this process, and the course itself transforms the indeterminate into the determinate

An explicit intention of the course described in this paper was to encourage these future teachers to become life-long computer learners and users – to assist them to develop computer learning attitudes, skills and learning strategies required to adapt to change.

the desire to draw students away from expectations of directive-style teaching and instead to focus on them establishing self-directed and self-responsible approaches to their learning, including exploratory learning and ‘play’.

an emphasis on self-directed goal setting, but also on acknowledging and embracing ‘emergent’ learning – ‘you don’t always know what you don’t know’!

The non-linear online learning environment developed through the research was certainly found to not only guide but prompt such learning ‘discoveries’.

you will realise that the Web is exactly that – a big tangled spider’s web of information. Bits of it lead to other bits and there is no ‘start’ and ‘finish’. There is also so much information available on the Internet that we could never access even a small portion of it. Learning in such an environment can feel uncomfortable at first, particularly if you have been used to learning in a context where the ‘teacher’ told you exactly what you had to learn, and how you should learn it

… think about how we learn in contexts other than schools and universities. Lets think about one of the biggest challenges people experience in life – becoming a parent… There is no single course you can do on ‘how to become a good parent’. There is no single set of steps or guidelines or rules to follow. There is no ‘beginning’ or ‘end’, no structure or sequence to things that you need to learn. Yet many, many people parent, and parent well.  They do so because they are motivated to do the best for their child. They don’t know everything there is to know, but when issues or challenges arise they seek out information and advice, and adopt strategies that they feel are appropriate. Generally they reflect on whether their strategies are working or not and will seek other information, or adopt other strategies if they don’t. Sometimes parents turn to friends and family for advice, sometimes they go to courses, sometimes they will consult ‘self-help’ books and other times they will turn to professionals (such as doctors). Most of the time, however, they experiment with different approaches themselves. One further point here is that parents of new-borns will vary rarely read the chapter of the ‘self-help’ book on coping with adolescents, although it doesn’t hurt for them to have the book on the shelf, ready for the coming years!

Many students initially approached the course with a belief that computer learning entailed memorizing steps and computer processes.